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Insecticides are widely used in SE Asian countries to control insect pests in rice, mainly stemborers (Chilo suppresallis) and brown plant hoppers (Nilaparvata lugens). The use of highly toxic insecticide compounds, however, is known to cause serious problem for fish culture in wet rice fields in many of these countries, particularly in Indonesia where this practice assumes a tremendous "house hold economic" importance, as well as being an essential part of the nation's inland aqua-culture production system. The laboratory and field experiments described were carried out to establish whether the application of five selected rice insecticides (fenobucarb, isoprocarb, buprofezin, diazinon and alphamethrin) would influence the growth and production of common carp fingerlings (Cyprinus carpio LINN.) raised in wet rice fields. Laboratory static toxicity tests revealed that the carbamate insecticides (fenobucarb and isoprocarb) were the least toxic insecticide compounds. The 96 hour Median Lethal Concentration (i.e the concentration that killed 50% of the test fish in 96 hours exposure period, under specified conditions) of these insecticides were 5.8mgl-1 and 5.3mgl-1, respectively. The synthetic pyrethroid insecticide alphamethrin was the most toxic insecticide with 96h-LC50 of 0.037mg1-1, while the organophosphate diazinon and the thiadiazin buprofezin showed intermediate toxicity to common carp (96h-LC50 = 2.3mgl-1 and 1.5mgl-1, respectively). A series of five field experiments were consecutively conducted, using 24 specially constructed rice field plots to accomodate the culture of common carp fingerlings for a period of 21 days. A single application of three dose regime, i.e 1/2X, 1 X and 2X of the recommended dose rate for insect control was given as treatment in each experiment. The survival of fish in all experiments were not significantly influenced by the insecticide treatment (P > 0.05). The growth rate and the production of fish biomass in rice fields treated with isoprocarb, buprofezin, diazinon and alphamethrin, were also found to be comparable with those in the untreated control plot (P > 0.05). In the rice fields treated with the highest dose rate of fenobucarb (1500gha-1 ,Al), the growth and production of fish were significantly lower than those in the untreated control rice fields (P < 0.05). Observations on the rice field biota revealed no definite pattern in the temporal changes of the population of zooplankton and macroinvertebrates both in the insecticide treated plots as well as in the untreated control plots. The minimum effects of the insecticide treatment to fish and rice field biota observed in the experiment were presumably due to several factors, mainly because a significant amount of the compounds were adsorbs by the rice field soil and aquatic vegetations and not onto the water, causing less toxicity, followed by the rapid flushing of the chemicals from the rice field system. The composition of the diet of common carp fingerlings in the rice field was found to be similar with those reported in the natural ponds, consisting mainly of aquatic insects (and their larvae), crustaceans, benthic macroinvertebrates and plant detritus. Based on the results of the present experiments, of the five insecticide compounds tested, diazinon and fenobucarb appeared to produce greater risk to fish when used in rice-fish farming. The use of agrochemicals in rice-fish farming should be carefully managed and controlled, using selected low toxic and non-persistent insecticides based on the result of laboratory and field toxicity tests.

Approved For Public Release; Distribution is Unlimited / Political Islam has emerged as an unambiguous threat to liberal and Western-leaning regimes throughout the world. Public discourse has focused on the Islamic nature of this challenge, emphasizing the cultural characteristics of the threat. In contrast, this thesis argues that Political Islam is essentially a political challenge. Further, states can and do dictate the political space available to Islamists. In order to illustrate this argument, Indonesia and Algeria serve as case studies. These two culturally, economically and ethnically diverse nations share a predominance of Muslim adherents. Each nation has struggled with Political Islam. Yet, the consequences of state policy have profoundly differed. Recent innovations in political science theory are employed to provide a uniform structure of comparison between the two case studies. The thesis concludes that states make a choice whether to play offense or defense against their political opposition. When states choose the offensive, using targeted, preemptive repression to subsume the political space, they are successful. When states choose the defensive, using indiscriminate, reactive repression to foreclose political space, they are failures. This thesis implies that states, far from being hapless victims of fervently religious movements, can exercise a broad array of policy options to compete with Political Islam. / Major, United States Marine Corps / Lieutenant Commander, United States Navy

Thesis (Ph.D.)--Boston University. / This dissertation examines the ways changing Muslim-Christian relations and new gendered norms constitute the identities of orthodox Muslims and charismatic Christians in Java, Indonesia. The research is based on 12 months of fieldwork between 2009 and 2010 in the multi-religion city of Salatiga. Working with two middle-class Pentecostal congregations, with memberships of 400 and 150 individuals respectively, as well as two middle-class Muslim woman's Koranic sermon groups that involved about 70 households each, this research expands the ongoing discussion of gender politics and religious movements in modern pluralistic societies, and suggests we re-examine religious identities through the lens of inter-religious relations, particularly the role of women in them. The dissertation begins with ethnographic scenes where women and Christians figure prominently in Muslim-majority public rituals, in order to highlight the centrality of women and minorities in constructing religious pluralism. Chapter 1 presents a history of religious diversity in Java, and argues that over the last three decades, the children of Javanist Muslims have become brthodox Muslims, while the offspring of mainline Protestants have become born-again Christians. Chapter 2 elaborates on the transformation of Salatiga's landscape by the proliferation of worship facilities and ascendant inter-religious tensions. Building on this foundation, Chapter 3 focuses on women and neighborhood sociality. Here I argue that an unexpected outcome of recent religious change has been women's expanded public roles and a re-alliance of traditionalist and modernist Muslims in the presence of a strong Christian minority. Chapter 4 explains Muslim women's choices of embracing veiling and de-legitimizing polygamy in the context of cultural change, and demonstrates the social and political nature of the changing interpretations of religious knowledge. Chapter 5 turns to Christians' congregational lives, and illustrates the Pentecostal training of "sacrificial agency" among both men and women in order to fulfill "successful families." Finally, Chapter 6 examines the routine interactions between Muslim and born-again Christian women, and discusses their unequal social footings in Salatiga's pluralism. In conclusion, this dissertation contends that pluralism in Salatiga involves unequal power relations and dialectical negotiations between religious communities, in which gendered identities and cross-religious relations are integral components of religious subjectivity.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH / Bibliography: leaves 323-330. / by Budhy Tjahjati Sugijanto Soegijoko. / Ph.D.

Some experts (Bucknall and Ohtaki, 2005, Hansen and Lee, 2009, Bennington and Habir, 2003) pointed out how influences of western theories and the lack of indigenous research study highlighting the need for qualitative studies on how workplace learning is applied in Indonesia. Answering this need my research study attempted to describe the current distribution of workplace learning approaches in big companies in Indonesia, their evolution, and how the assumptions of HR practitioners reflect those changes. A qualitative research study was conducted in six major companies in Indonesia of various industrial backgrounds by interviewing their HR managers and staff, observing their training classes, and analyzing all company documents pertaining to workplace learning. The following conclusions were reached. Firstly, the most prominent workplace learning approach in Indonesia is the Classical Classroom approach, especially the lecture method. All subject companies in this study used it as the primary or sometimes the only learning approach. Secondly, workplace learning in majority of the companies in the past 20-30 years had evolved to become more structured and formal, even though two companies had employed multiple approaches. Thirdly, different views and assumptions were elicited from the interviews. Some of the approaches described are beneficial to the development of workplace learning in companies, such as the sense of pride and ownership, while others - such as the event-organizer syndrome, which is bureaucratic, emphasizes quantity over quality, and focuses on the lecture approach to training - are quite detrimental to workplace learning. Lastly, the dominant organizational dynamics that were found to affect workplace learning in this study were organizational cultures, leadership, and reaction to external forces. A few recommendations were given. HR staff and corporate leadership need to become result-driven to combat the event-organizer syndrome, and to constantly update themselves regarding basic and academically sound practices by educating themselves through self-study and formation of an association of training professionals. A quantitative research study with a more comprehensive sample is needed to give us a complementary view of workplace learning practices in Indonesia. Finally, a more in-depth is encouraged to gain additional insights about workplace learning in Indonesia.

In the last two decades, there has been a great concern about Vocational Education and Training (VET). This concern has been triggered by an increasing dissatisfaction on the part of educational stakeholders, practitioners and observers, as well as VET users about the outcome of VET. In the Indonesian context, VUSS (Vocational Upper Secondary School) has a key role due to its strategic relevance to the knowledge-based economy. It is aimed to produce medium-skilled operators that are needed in Indonesia as the country shifts from an economy based purely on agriculture to an enterprise and service-based one. Despite a huge investment of the government of Indonesia on the VUSS development, the outcome is still disappointing (World Bank, 2004; Depdiknas, 2010, 2011; Simanungkalit, 2013). Particularly, many observers and practitioners worry about skills of VUSS school leavers which are often inadequate and irrelevant to the needs of the labour market. The thesis examines the accounts of school stakeholders about the learning experience of the Automotive Department students in the workplace in the context of VUSS apprenticeship programme. The investigation focuses on the contribution of the learning experience of students in-school and the workplace to their vocational skills and knowledge. It also examines the influence of instructors on the learning experience of students in the workplace. The main question that guides this study is “What are the learning experiences of the Automotive Department students in the workplace?” In order to examine the research question, this study employs a case study approach within the interpretive paradigm. The data was mainly obtained through semi-structured interviews with students, teachers, and instructors. Documentary analysis is also used to understand the learning experience of the Automotive Department students in school. The data was collected and analysed in accordance with two main themes: the vocational skills and knowledge of the students and the influence of instructors. The documents were analysed according to the themes and were used to triangulate the accounts of the school stakeholders derived from the interviews. The first key findings of the study are derived from the contribution of the learning experience of the Automotive Department students in-school and their work engagement in the workplace to their vocational skills and knowledge. The study shows that at school, the students were mainly equipped with procedural knowledge about job task. This condition is mainly influenced by poor knowledge and limited understanding of teachers about the School-based Curriculum (SBC) and limited learning facilities available. It also finds that in the workplace, there is variety in the ways the students engaged in work activities, for example, learning from instructors, learning from peer(s), and learning independently. However, as such learning opportunities were limited to recurring tasks, the knowledge and skills of the students were mainly limited to simple skillsets in their field while mainly characterizing novelty performance. In addition, it shows that there was a mismatch between the learning expectations of the Automotive Department students and their apprenticeship placement. The second key findings emphasise the influence of instructors on the learning experience of students in the workplace. The study reveals that the experience and the understanding of the instructors about their position significantly influenced the way they approached and transferred their knowledge and skills to the students. It also shows that the support of the instructors to the students were mainly unorganised and informal. In addition, it finds that the instructors lacked understanding about the relevant assessment criteria which contributes to the poor skillsets of the Automotive Department students in their field. The result of the study provides a potentially useful framework for the development of a more accountable apprenticeship programme in the VUSS system. However, more studies are needed to fully understand how different factors influence the learning experience of students in VUSS.

This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.

This research was conducted within the context of smallholder livestock production and government attempts to improve this through a transfer of technology approach. Participatory action research (PAR) was used to enable action for change to emerge, while the research provided understanding and a basis for this action. Tombolo village in South Sulawesi, Indonesia was the location for this research, which first identified the problems and needs of the farmers, and then participatively developed strategies to meet these needs. Fodder security throughout the year was found to be the major constraint to cattle production. Forage technology was introduced, including fodder tree legumes and grasses, resulting in improved livestock production and many associated livelihood benefits. The introduction of these new technologies was adapted by stakeholders to local issues and needs. The extension services had previously aimed to improve livestock production through breeding and veterinary health measures, and had assumed that sufficient fodder was available for livestock. The formation of a learning group of farmers, who used group discussion to set their own agenda, was employed to identify this shortcoming, and how to sustainably overcome it. Participants were able to apply their experience and enhance their cognitive skills to find new meanings and knowledge to plan and take actions to improve their practice and situation. This thesis documents the process of change required to move from a “Transfer of Technology” approach to a “learning approach”. The research has shown that there is considerable potential for the application of PAR to rural community development in Indonesia. More specifically in Tombolo village PAR enabled farmers and extension staff to be empowered by becoming active participants in the research process and take action to improve their own practice. It helped them to analyse the situation to make the technology more appropriate, while also learning how to change the extension methods used towards one in which all stakeholders became partners in developing their situation / Doctor of Philosophy (PhD)